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More recent work on harvesting (and now we talk more about harvesting feedback than grades) can be found in places we are blogging. Here is an anchor piece done for AAC&U in Jan 2009 http://wsuctlt.wordpress.com/2009/01/20/harvesting_gradebook/ and here are some thoughts about harvesting feedback on assignments, not just student work: http://communitylearning.wordpress.com/2009/04/28/gathering-feedback-to-improve-course-design/ and here are some thoughts about how harvesting feedback looks in the wild: http://communitylearning.wordpress.com/2009/04/24/harvesting-gradebook-in-the-wild/

Glad to hear someone with as much on the go as you is reading this Scott!!. here is the full refernce: Brown, G., & Peterson, N. (2008). The LMS Mirror: School as We Know IT versus School as We Need IT and the Triumph of the Custodial Class . Journal of Online Learning and Teaching, 4(2) Retrieved July 2008 from http://jolt.merlot.org/vol4no2/brown0608.htm

Terry, near the end you make mention to a work by 'Brown & Petersen' that talks about the idea of a 'harvesting gradebook.' Am really interested in the full reference as it is an idea I've been talking about for a few years and so am interested to read someone else's take on it.

(And to answer my own question - here it is http://jolt.merlot.org/vol4no2/brown0608.pdf)

3.
Values
• We can (and must) continuously improve the
quality, effectiveness, appeal, cost and time
efficiency of the learning experience.
• Student control and freedom is integral to 21st
Century life-long education and learning.
• Education for elites is not sufficient for
planetary survival

4.
21st century learner
• Wants to learn things
• Continuously moves between on and offline
• Is learning to recognize and demand quality
when investing in learning
• Knows there are many paths to learning and is
used to staggering amounts of content
• Normally uses a wide set of information
processing, creation and communications
tools
“The decline of the compliant learner’. P. Goodyear 2004

10.
Choosing the right for the right
amount of openness?
10
http://www.go2web20.net 2795 logos as of February 05, 2009

11.
Taxonomy of the ‘Many’
Dron and Anderson, 2007
Group
Conscious membership
Leadership and organization
Cohorts and paced
Rules and guidelines Metaphor :
Access and privacy controls
Virtual classroom
Focused and often time limited
May be blended F2F
11

15.
Problems with Groups
• Restrictions in time, space, pace,
&relationship - NOT OPEN
• Often overly confined by teacher
expectation and institutional
curriculum control
• Usually Isolated from the authentic
world of practice
• “low tolerance of internal difference,
sexist and ethicized regulation, high
Relationships
demand for obedience to its norms
and exclusionary practices.” Cousin
&Deepwell 2005 Paulsen (1993)
• Group think (Baron, 2005) Law of Cooperative Freedom
• Poor preparation for Lifelong Learning
beyond the course

19.
Networks Add diversity to learning
“People who live in the intersection of
social worlds are at higher risk of
having good ideas” Burt, 2005, p. 90

20.
Networks
Communities of Practice
• Distributed
• Share common interest
• Self organizing
• Open
• No expectation of meeting or even knowing all
members of the Network
• Little expectation of reciprocity
• Contribute for social capital, altruism and a sense
of improving the world/practice through
contribution
(Brown and Duguid, 2001)

21.
Creating
Incentives to
Sustain
Contribution
to Networks
The New Yorker September 12, 2005

24.
Network Pedagogies
• Connectivism
– Learning is network formation: adding new nodes, creating
new paths between people and learning resources
– “Learning can reside outside of ourselves (within an organization or a
database), is focused on connecting specialized information sets, and
the connections that enable us to learn are more important than our
current state of knowing.” Siemens, G. (2007)
• Partcipatory Pedagogy- Students as content-co-
creators
• Complexity
– Learning in environments in which activities and outcomes emerge in
response to authentic need creates powerful learning opportunities
– Learning at the edge of chaos
– Complicity: An International Journal of Complexity and Education
See the Networked Student by Wendy Drexler
24

28.
3. Formal Education and
Collectives
“a kind of cyber-organism, formed from people linked
algorithmically…it grows through the aggregation of Individual,
Group and Networked activities” Dron& Anderson, 2007
• Collectives used to aggregate, then filter, compare, contrast and
recommend.
• Personal and collaborative search and filter for learning
• Smart retrieval from the universal library of resources – human and
learning objects
• Allows discovery and validation of norms, values, opinion and “ways of
understanding”
28

30.
Collectives, Privacy & Identity
• Best way to protect personal integrity is by creating a
robust but realistic web presence.
• Your actions are being mined, best to be a miner rather
than a lump of coal!
• Active social net users are more socially active and
integrated than non users (Ellison, Steinfield, &
Lampe, 2007)
• Use of Blogs reduces feelings of alienation and
isolation among online learners (Dickey, 2004)
• When perceived interest and benefits
increase, willingness to provide personal data increases
(Dinev& Hart, 2006)

31.
Collectives, Communications and
Privacy
• The end of privacy as currently conceived
• Development of the affordances of Web for “privacy protected”
control.
• Privacy-Enhancing Technologies (PETs) tools to control access or
unauthorized release/sharing of data
• “PETsPlus – tools to transform otherwise privacy-invasive
technologies into privacy-protective ones, with little or no loss of
functionality”. See Searchlight Ontario Privacy Commissioner Ann
CavoukianCBC Search Engine Podcast – Jessie Brown
• Creating a positive (non zero-sum) return such individuals will
participate in data exchange ofprivate information for knowledge
gains without loss of privacy control.
• Users must be knowledgeable to make effective and non exploitive
trades

32.
Taxonomy of the Many
Network
Group
Collective
Dron and Anderson, 2007
32

36.
Critique of LMS
• LMSs concentrate on the course context.
• All resources are loaded and linked within the
overall structure of a course.
• LMSs have an inherent asymmetric relationship
between instructor and learner in terms of
control of the learning experience.
• The learner’s role is one of passive acceptance of
content and limited permissions set by the LMS.
• Nearly all learner experience is designed to
engage content in exactly the same way.

37.
We publicly assert that all users of the
social web are entitled to certain
fundamental rights, specifically:
* Ownership of their own personal information,:
their own profile data
the list of people they are connected to
the activity stream of content they create;
•Control of whether and how such personal
information is shared with others; and
* Freedom to grant persistent access to their personal
information to trusted external sites.
A Bill of Rights for Users of the Social Web
Authored by Joseph Smarr, Marc Canter, Robert Scoble, and Michael Arrington

38.
Why destroy artifacts of
student learning?
• If people are continuously working in a walled
garden like Moodle, they are going to have to
make separate copies of the work if they
consider it worth keeping. Dave Cormier
• “In order to protect my own digital
identity, sometimes I have to filter content
that I share publicly. “ Sharon Peters

40.
Engagement in Formal Education
• A social component
– Meeting and engaging new friends
– Discovering new social interests
• A Cognitive component
– Being challenged
– Being exposed to how much you don’t know
– Observing others with incredible interests and skills
• An institutional component
– Efficient and effective policies
– An organization that cares about your more than your
tuition.

41.
Presence Pedagogy- Steve Bronach
“Presence is the sense of being in the immediate
vicinity of others.”

43.
From AEtZone
Appalachion State University
• Active Worlds based, 7 years continuous use
• closed virtual community
• “As of April 25, 2007, AET Zone is a patent-
pending application. A patent entitled
quot;Virtual Education System and Method of
Instructionquot; (application serial # US
11/739,866) was registered with the USPTO.

44.
Network and Collective Tools are
Very Disruptive
• Christensen (1997,2008)
studies innovation and the
impact of disruptions.
• A disruptive technology
“transforms a market whose
services are complicated and
expensive into one where
simplicity, convenience,
accessibility and affordability
characterize that industry” p.
11

46.
Is the Personal Learning Environment
a threat or a promise for education?
• A PLE is a user constructured web interface into the
owners’ digital environment.
– Content management integrating personal and professional
interests (both formal and informal learning),
– A profiling system for making connections
– A collaborative and individual workspace
– A multi formatted communications system
– All connected via a series of syndicated and distributed
feeds to each other and selected others.

53.
Stages of PLE adoption
• imagination (we become aware of the
technology)
• appropriation (we identify ways it could be of
use to us)
• objectification (we personalize the technology
and its uses)
• incorporation (we make the technology part of
our lives)
• conversion (we become identified with our use
of the technology) Ling 2004

54.
Connectivist Education
• Goal of education is to create connections
among and between learners, resources, ideas
and knowledge.
• How can we do this within contexts that are
closed to the outside world?

55.
• Formal learning as a transition to lifelong
learning using and building networks
• Training wheels for open communication:
– Compulsion
– Feedback and evaluation
– Practice at critical reflection
– First steps at creation of an academic and
professional online presence

56.
• As technologies on the Internet grow
increasingly sophisticated and open, the
ability for Information Technology
departments to integrate these new
technologies decreases.Michael Farmer, 2009

57.
• “Every technology application hosted by an
institution or available on the web can be a
technical and bureaucratic obstacle course, or
it can be a launch pad into the learning
imagination.”
• Envisions a “harvesting gradebook”
aggregating contribution, multi media,
automated - as killer app of educational future
(Brown & Petersen, 2008)

59.
The promise of open, yet credited
courses – Is it real??
• Cormac Lawler on WikiUniversity:
– Giving people access to spaces in which they can share, discuss, and
question their knowledge
– Developing open peer review models around this knowledge
– Improving awareness about how knowledge is constructed
– Framing and critiquing knowledge in a learning context (and giving
people access to this open learning context)
– Developing peer review models around these learning contexts
– Improving awareness about how learning works
• http://cormaggio.org/?p=26Cormac Lawler, 2008
• What about accreditation??
• WikiEducator moving from Commonwealth of Learning to
Athabasca http://wikieducator.org/

60.
Operational proximity
• We believe that these key concepts
– participation;
– emergence;
– operational proximity; and
– responsiveness—increase the possibility that
learning, from diverse professional and
organizational perspectives, can actively
contribute to the evolution of distance education
teams and their CMSs. Whitworth and Benson (in
press –emerging issues

62.
Conclusion
• Learners and society needs new types of
education and learning opportunities that
exploit groups, networks and collectives
• This requires new types of learning technology
that are controlled by individual learners
• The adoption of these disruptive technologies
is worth the gain!

63.
• “The pessimist complains about the wind, the
optimist expects it to change, the realist adjusts the
sails.” William Arthur Ward (1921 – 1994)

64.
quot;He who asks a question is a fool for five minutes;
he who does not ask a question remains a fool forever.”
Chinese Proverb
Your comments and questions most
welcomed!
Terry Anderson terrya@athabascau.ca
http://cde.athabascau.ca/faculty/terrya.php
Blog: terrya.edublogs.org